definition of problem solving method of teaching

Problem-Solving Method in Teaching

The problem-solving method is a highly effective teaching strategy that is designed to help students develop critical thinking skills and problem-solving abilities . It involves providing students with real-world problems and challenges that require them to apply their knowledge, skills, and creativity to find solutions. This method encourages active learning, promotes collaboration, and allows students to take ownership of their learning.

Table of Contents

Definition of problem-solving method.

Problem-solving is a process of identifying, analyzing, and resolving problems. The problem-solving method in teaching involves providing students with real-world problems that they must solve through collaboration and critical thinking. This method encourages students to apply their knowledge and creativity to develop solutions that are effective and practical.

Meaning of Problem-Solving Method

The meaning and Definition of problem-solving are given by different Scholars. These are-

Woodworth and Marquis(1948) : Problem-solving behavior occurs in novel or difficult situations in which a solution is not obtainable by the habitual methods of applying concepts and principles derived from past experience in very similar situations.

Skinner (1968): Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. It is the procedure of making adjustments in spite of interference

Benefits of Problem-Solving Method

The problem-solving method has several benefits for both students and teachers. These benefits include:

• Encourages active learning: The problem-solving method encourages students to actively participate in their own learning by engaging them in real-world problems that require critical thinking and collaboration
• Promotes collaboration: Problem-solving requires students to work together to find solutions. This promotes teamwork, communication, and cooperation.
• Builds critical thinking skills: The problem-solving method helps students develop critical thinking skills by providing them with opportunities to analyze and evaluate problems
• Increases motivation: When students are engaged in solving real-world problems, they are more motivated to learn and apply their knowledge.
• Enhances creativity: The problem-solving method encourages students to be creative in finding solutions to problems.

Steps in Problem-Solving Method

The problem-solving method involves several steps that teachers can use to guide their students. These steps include

• Identifying the problem: The first step in problem-solving is identifying the problem that needs to be solved. Teachers can present students with a real-world problem or challenge that requires critical thinking and collaboration.
• Analyzing the problem: Once the problem is identified, students should analyze it to determine its scope and underlying causes.
• Generating solutions: After analyzing the problem, students should generate possible solutions. This step requires creativity and critical thinking.
• Evaluating solutions: The next step is to evaluate each solution based on its effectiveness and practicality
• Selecting the best solution: The final step is to select the best solution and implement it.

Verification of the concluded solution or Hypothesis

The solution arrived at or the conclusion drawn must be further verified by utilizing it in solving various other likewise problems. In case, the derived solution helps in solving these problems, then and only then if one is free to agree with his finding regarding the solution. The verified solution may then become a useful product of his problem-solving behavior that can be utilized in solving further problems. The above steps can be utilized in solving various problems thereby fostering creative thinking ability in an individual.

The problem-solving method is an effective teaching strategy that promotes critical thinking, creativity, and collaboration. It provides students with real-world problems that require them to apply their knowledge and skills to find solutions. By using the problem-solving method, teachers can help their students develop the skills they need to succeed in school and in life.

• Jonassen, D. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge.
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
• Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-based Learning, 1(2), 49-69.
• Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. Routledge.
• Savery, J. R., & Duffy, T. M. (2001). Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01, University of Michigan. Wojcikowski, J. (2013). Solving real-world problems through problem-based learning. College Teaching, 61(4), 153-156

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Teaching problem solving.

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Tips and Techniques

Expert vs. novice problem solvers, communicate.

• Have students  identify specific problems, difficulties, or confusions . Don’t waste time working through problems that students already understand.
• If students are unable to articulate their concerns, determine where they are having trouble by  asking them to identify the specific concepts or principles associated with the problem.
• In a one-on-one tutoring session, ask the student to  work his/her problem out loud . This slows down the thinking process, making it more accurate and allowing you to access understanding.
• When working with larger groups you can ask students to provide a written “two-column solution.” Have students write up their solution to a problem by putting all their calculations in one column and all of their reasoning (in complete sentences) in the other column. This helps them to think critically about their own problem solving and helps you to more easily identify where they may be having problems. Two-Column Solution (Math) Two-Column Solution (Physics)

Encourage Independence

• Model the problem solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear
• Have students work through problems on their own. Ask directing questions or give helpful suggestions, but  provide only minimal assistance and only when needed to overcome obstacles.
• Don’t fear  group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

Be sensitive

• Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing  positive reinforcement to let students know when they have mastered a new concept or skill.

Encourage Thoroughness and Patience

• Try to communicate that  the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

Experts (teachers) in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices (students) in their field because these principles and strategies are second nature to the expert. To teach students problem solving skills,  a teacher should be aware of principles and strategies of good problem solving in his or her discipline .

The mathematician George Polya captured the problem solving principles and strategies he used in his discipline in the book  How to Solve It: A New Aspect of Mathematical Method (Princeton University Press, 1957). The book includes  a summary of Polya’s problem solving heuristic as well as advice on the teaching of problem solving.

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Teaching Problem-Solving Skills

Many instructors design opportunities for students to solve “problems”. But are their students solving true problems or merely participating in practice exercises? The former stresses critical thinking and decision­ making skills whereas the latter requires only the application of previously learned procedures.

Problem solving is often broadly defined as "the ability to understand the environment, identify complex problems, review related information to develop, evaluate strategies and implement solutions to build the desired outcome" (Fissore, C. et al, 2021). True problem solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem solver has not seen before, in order to obtain a satisfactory solution.

Below you will find some basic principles for teaching problem solving and one model to implement in your classroom teaching.

Principles for teaching problem solving

• Model a useful problem-solving method . Problem solving can be difficult and sometimes tedious. Show students how to be patient and persistent, and how to follow a structured method, such as Woods’ model described below. Articulate your method as you use it so students see the connections.
• Teach within a specific context . Teach problem-solving skills in the context in which they will be used by students (e.g., mole fraction calculations in a chemistry course). Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill.
• Help students understand the problem . In order to solve problems, students need to define the end goal. This step is crucial to successful learning of problem-solving skills. If you succeed at helping students answer the questions “what?” and “why?”, finding the answer to “how?” will be easier.
• Take enough time . When planning a lecture/tutorial, budget enough time for: understanding the problem and defining the goal (both individually and as a class); dealing with questions from you and your students; making, finding, and fixing mistakes; and solving entire problems in a single session.
• Ask questions and make suggestions . Ask students to predict “what would happen if …” or explain why something happened. This will help them to develop analytical and deductive thinking skills. Also, ask questions and make suggestions about strategies to encourage students to reflect on the problem-solving strategies that they use.
• Link errors to misconceptions . Use errors as evidence of misconceptions, not carelessness or random guessing. Make an effort to isolate the misconception and correct it, then teach students to do this by themselves. We can all learn from mistakes.

Woods’ problem-solving model

Define the problem.

• The system . Have students identify the system under study (e.g., a metal bridge subject to certain forces) by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this.
• Known(s) and concepts . List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it.
• Unknown(s) . Once you have a list of knowns, identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find.
• Units and symbols . One key aspect in problem solving is teaching students how to select, interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop a habit of using appropriate units and symbols yourself at all times.
• Constraints . All problems have some stated or implied constraints. Teach students to look for the words "only", "must", "neglect", or "assume" to help identify the constraints.
• Criteria for success . Help students consider, from the beginning, what a logical type of answer would be. What characteristics will it possess? For example, a quantitative problem will require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an optimization problem requires an answer in the form of either a numerical maximum or minimum.

Think about it

• “Let it simmer”.  Use this stage to ponder the problem. Ideally, students will develop a mental image of the problem at hand during this stage.
• Identify specific pieces of knowledge . Students need to determine by themselves the required background knowledge from illustrations, examples and problems covered in the course.
• Collect information . Encourage students to collect pertinent information such as conversion factors, constants, and tables needed to solve the problem.

Plan a solution

• Consider possible strategies . Often, the type of solution will be determined by the type of problem. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards.
• Choose the best strategy . Help students to choose the best strategy by reminding them again what they are required to find or calculate.

Carry out the plan

• Be patient . Most problems are not solved quickly or on the first attempt. In other cases, executing the solution may be the easiest step.
• Be persistent . If a plan does not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying.

Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions:

• Does the answer make sense?
• Does it fit with the criteria established in step 1?
• Did I answer the question(s)?
• What did I learn by doing this?
• Could I have done the problem another way?

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Fissore, C., Marchisio, M., Roman, F., & Sacchet, M. (2021). Development of problem solving skills with Maple in higher education. In: Corless, R.M., Gerhard, J., Kotsireas, I.S. (eds) Maple in Mathematics Education and Research. MC 2020. Communications in Computer and Information Science, vol 1414. Springer, Cham. https://doi.org/10.1007/978-3-030-81698-8_15
• Foshay, R., & Kirkley, J. (1998). Principles for Teaching Problem Solving. TRO Learning Inc., Edina MN.  (PDF) Principles for Teaching Problem Solving (researchgate.net)
• Hayes, J.R. (1989). The Complete Problem Solver. 2nd Edition. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Woods, D.R., Wright, J.D., Hoffman, T.W., Swartman, R.K., Doig, I.D. (1975). Teaching Problem solving Skills.
• Engineering Education. Vol 1, No. 1. p. 238. Washington, DC: The American Society for Engineering Education.

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Simple Guide to Problem-Solving Method of Teaching

You must be interested to know – What is the problem-solving method of teaching and how it works. We’ve explained its core principles, six-step process, and benefits with real-world examples.

Understand the Problem-Solving Method of Teaching

The basis of this modern teaching approach is to provide students with opportunities to face real-time challenges. It aims to help them understand how the concept behind a solution works in reality.

What is the Problem-Solving Method of Teaching?

The problem-solving method of teaching is a student-centered approach to learning that focuses on developing students’ problem-solving skills. In this method, students have to face real-world problems to solve.

They are encouraged to use their knowledge and skills to provide solutions. The teacher acts as a facilitator, providing guidance and support as needed, but ultimately the students are responsible for finding their solutions.

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5 Most Important Benefits of Problem-Solving Method of Teaching

The new way of teaching primarily helps students develop critical thinking skills and real-world application abilities. It also promotes independence and self-confidence in problem-solving.

The problem-solving method of teaching has several benefits. It helps students to:

#1 Enhances critical thinking

By presenting students with real-world problems to solve, the problem-solving method of teaching forces them:

– To think critically about the situation, and – To come up with their solutions.

This process helps students develop critical thinking skills essential for success in school and life.

#2 Fosters creativity

The problem-solving method of teaching encourages students to be creative in their problem-solving approach. There is often no one right answer to a problem, so students are free to come up with their unique solutions. This process helps students think creatively, an important skill in all areas of life.

#3 Encourages real-world application

The problem-solving method of teaching helps students learn how to apply their knowledge to real-world situations. By solving real-world problems, students can see:

– How their knowledge is relevant to their lives, – And, the world around them.

This helps students to become more motivated and engaged learners.

#4 Builds student confidence

When students can successfully solve problems, they gain confidence in their abilities. This confidence is essential for success in all areas of life, both academic and personal.

#5 Promotes collaborative learning

The problem-solving method of teaching often involves students working together to solve problems. This collaborative learning process helps students to develop their teamwork skills and to learn from each other.

Know 6 Steps in the Problem-Solving Method of Teaching

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The problem-solving method of teaching typically involves the following steps:

Step 1: Identifying the problem

The first step is problem identification which students will be working on. This requires students to do the following:

– By presenting students with a real-world problem, or – By asking them to come up with their problems.

Step 2: Understanding the problem

Once students have identified the problem, they need to understand it fully. This may involve:

– Breaking the problem down into smaller parts, or – Gathering more information about the problem.

Step 3: Generating solutions

Once students understand the problem, they need to generate possible solutions. They have to do either of the following:

– By brainstorming, or – By exercising problem-solving techniques such as root cause analysis or the decision matrix.

Step 4: Evaluating solutions

Students need to evaluate the pros and cons of each solution before choosing one to implement.

Step 5: Implementing the solution

Once students have chosen a solution, they need to implement it. This may involve taking action or developing a plan.

Step 6: Evaluating the results

Once students have implemented the solution, they must evaluate the results to see if it was successful.

If the solution fails the expectations, students should re-run step 3 and generate new solutions.

Find Out Examples of the Problem-Solving Method of Teaching

Here are a few examples of how the problem-solving method of teaching applies to different subjects:

• Math: Students face real-world problems such as budgeting for a family or designing a new product. Students would then need to use their math skills to solve the problem.
• Science: Students perform a science experiment or research on a scientific topic to invent a solution to the problem. Students should then use their science knowledge and skills to solve the problem.
• Social studies: Students analyze a historical event or current social issue and devise a solution. After that, students should exercise their social studies knowledge and skills to solve the problem.

How to Use Problem-Solving Methods of Teaching

Here are a few tips for using the problem-solving method of teaching effectively:

• Choose problems that are relevant to students’ lives and interests.
• Select those problems that are challenging but achievable.
• Provide students with ample resources such as books, websites, or experts to solve the problem.
• Motivate them to work collaboratively and to share their ideas.
• Be patient and supportive. Problem-solving can be a challenging process, but it is also a rewarding one.

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How to Choose: Let’s Draw a Comparison

The following table compares the different problem-solving methods:

Which Method is the Most Suitable?

The most suitable way of teaching will depend on many factors such as the following:

– Subject matter, – Student’s age and ability level, and – Teacher’s preferences.

However, the problem-solving method of teaching is a valuable approach. It can be used in any subject area and with students of all ages.

Here are some additional tips for using the problem-solving method of teaching effectively:

• Differentiate instruction. Not all students learn at the same pace or in the same way. Teachers can differentiate instruction to meet the needs of all learners by providing different levels of support and scaffolding.
• Use formative assessment. Formative assessment helps track students’ progress and identify areas where they need additional support. Teachers can then use this information to provide students with targeted instruction.
• Create a positive learning environment. Students need to feel safe and supported to learn effectively. Teachers can create a positive learning environment by providing students with opportunities for collaboration. They can celebrate their successes and create a classroom culture where mistakes are seen as learning opportunities.

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Some Unique Examples to Refer to Before We Conclude

Here are a few unique examples of how you incorporate the problem-solving method of teaching with different subjects:

• English: Students analyze a grammar problem, such as a poem or a short story, and share their interpretation.
• Art: Students can get a task to design a new product or to create a piece of art that addresses a social issue.
• Music: Students write a song about a current event or create a new piece of music reflecting their cultural heritage.

Before You Leave

The problem-solving method of teaching is a powerful tool that can help students develop the skills they need to succeed in school and life. By creating a learning environment where students are encouraged to think critically and solve problems, teachers can help students to become lifelong learners.

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Enjoy learning, TechBeamers.

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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items. The main thread connecting these various uses is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

• The problem must motivate students to seek out a deeper understanding of concepts.
• The problem should require students to make reasoned decisions and to defend them.
• The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.
• If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.
• If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem.

The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks, and television/ movies. Some are in such form that they can be used with little editing; however, others need to be rewritten to be of use. The following guidelines from The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL:

• Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that concept. List the learning objectives that students should meet when they work through the problem.
• Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.
• What will the first page (or stage) look like? What open-ended questions can be asked? What learning issues will be identified?
• How will the problem be structured?
• How long will the problem be? How many class periods will it take to complete?
• Will students be given information in subsequent pages (or stages) as they work through the problem?
• What resources will the students need?
• What end product will the students produce at the completion of the problem?
• Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary. The teacher's guide can indicate plans or options for cycling through the pages of the problem interspersing the various modes of learning.
• The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started. Many students will want to limit their research to the Internet, so it will be important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related teaching techniques: case studies, role-plays, and simulations. Case studies are presented to students in written form. Role-plays have students improvise scenes based on character descriptions given. Today, simulations often involve computer-based programs. Regardless of which technique is used, the heart of the method remains the same: the real-world problem.

Where can I learn more?

• PBL through the Institute for Transforming Undergraduate Education at the University of Delaware
• Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning . Sterling, VA: Stylus.
• Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh: Alliance Publishers.

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Teaching problem solving

Strategies for teaching problem solving apply across disciplines and instructional contexts. First, introduce the problem and explain how people in your discipline generally make sense of the given information. Then, explain how to apply these approaches to solve the problem.

Introducing the problem

Explaining how people in your discipline understand and interpret these types of problems can help students develop the skills they need to understand the problem (and find a solution). After introducing how you would go about solving a problem, you could then ask students to:

• frame the problem in their own words
• define key terms and concepts
• determine statements that accurately represent the givens of a problem
• identify analogous problems
• determine what information is needed to solve the problem

Working on solutions

In the solution phase, one develops and then implements a coherent plan for solving the problem. As you help students with this phase, you might ask them to:

• identify the general model or procedure they have in mind for solving the problem
• set sub-goals for solving the problem
• identify necessary operations and steps
• draw conclusions
• carry out necessary operations

You can help students tackle a problem effectively by asking them to:

• systematically explain each step and its rationale
• explain how they would approach solving the problem
• help you solve the problem by posing questions at key points in the process
• work together in small groups (3 to 5 students) to solve the problem and then have the solution presented to the rest of the class (either by you or by a student in the group)

In all cases, the more you get the students to articulate their own understandings of the problem and potential solutions, the more you can help them develop their expertise in approaching problems in your discipline.

Problem-Based Learning (PBL)

What is Problem-Based Learning (PBL)? PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.

See also: Just-in-Time Teaching

In implementing PBL, the teaching role shifts from that of the more traditional model that follows a linear, sequential pattern where the teacher presents relevant material, informs the class what needs to be done, and provides details and information for students to apply their knowledge to a given problem. With PBL, the teacher acts as a facilitator; the learning is student-driven with the aim of solving the given problem (note: the problem is established at the onset of learning opposed to being presented last in the traditional model). Also, the assignments vary in length from relatively short to an entire semester with daily instructional time structured for group work.

By working with PBL, students will:

• Become engaged with open-ended situations that assimilate the world of work
• Participate in groups to pinpoint what is known/ not known and the methods of finding information to help solve the given problem.
• Investigate a problem; through critical thinking and problem solving, brainstorm a list of unique solutions.
• Analyze the situation to see if the real problem is framed or if there are other problems that need to be solved.

How to Begin PBL

• Establish the learning outcomes (i.e., what is it that you want your students to really learn and to be able to do after completing the learning project).
• Find a real-world problem that is relevant to the students; often the problems are ones that students may encounter in their own life or future career.
• Discuss pertinent rules for working in groups to maximize learning success.
• Practice group processes: listening, involving others, assessing their work/peers.
• Explore different roles for students to accomplish the work that needs to be done and/or to see the problem from various perspectives depending on the problem (e.g., for a problem about pollution, different roles may be a mayor, business owner, parent, child, neighboring city government officials, etc.).
• Determine how the project will be evaluated and assessed. Most likely, both self-assessment and peer-assessment will factor into the assignment grade.

Designing Classroom Instruction

See also: Inclusive Teaching Strategies

• Take the curriculum and divide it into various units. Decide on the types of problems that your students will solve. These will be your objectives.
• Determine the specific problems that most likely have several answers; consider student interest.
• Arrange appropriate resources available to students; utilize other teaching personnel to support students where needed (e.g., media specialists to orientate students to electronic references).
• Decide on presentation formats to communicate learning (e.g., individual paper, group PowerPoint, an online blog, etc.) and appropriate grading mechanisms (e.g., rubric).
• Decide how to incorporate group participation (e.g., what percent, possible peer evaluation, etc.).

How to Orchestrate a PBL Activity

• Explain Problem-Based Learning to students: its rationale, daily instruction, class expectations, grading.
• Serve as a model and resource to the PBL process; work in-tandem through the first problem
• Help students secure various resources when needed.
• Supply ample class time for collaborative group work.
• Give feedback to each group after they share via the established format; critique the solution in quality and thoroughness. Reinforce to the students that the prior thinking and reasoning process in addition to the solution are important as well.

Teacher’s Role in PBL

See also: Flipped teaching

As previously mentioned, the teacher determines a problem that is interesting, relevant, and novel for the students. It also must be multi-faceted enough to engage students in doing research and finding several solutions. The problems stem from the unit curriculum and reflect possible use in future work situations.

• Determine a problem aligned with the course and your students. The problem needs to be demanding enough that the students most likely cannot solve it on their own. It also needs to teach them new skills. When sharing the problem with students, state it in a narrative complete with pertinent background information without excessive information. Allow the students to find out more details as they work on the problem.
• Place students in groups, well-mixed in diversity and skill levels, to strengthen the groups. Help students work successfully. One way is to have the students take on various roles in the group process after they self-assess their strengths and weaknesses.
• Support the students with understanding the content on a deeper level and in ways to best orchestrate the various stages of the problem-solving process.

The Role of the Students

See also: ADDIE model

The students work collaboratively on all facets of the problem to determine the best possible solution.

• Analyze the problem and the issues it presents. Break the problem down into various parts. Continue to read, discuss, and think about the problem.
• Construct a list of what is known about the problem. What do your fellow students know about the problem? Do they have any experiences related to the problem? Discuss the contributions expected from the team members. What are their strengths and weaknesses? Follow the rules of brainstorming (i.e., accept all answers without passing judgment) to generate possible solutions for the problem.
• Get agreement from the team members regarding the problem statement.
• Put the problem statement in written form.
• Solicit feedback from the teacher.
• Be open to changing the written statement based on any new learning that is found or feedback provided.
• Generate a list of possible solutions. Include relevant thoughts, ideas, and educated guesses as well as causes and possible ways to solve it. Then rank the solutions and select the solution that your group is most likely to perceive as the best in terms of meeting success.
• Include what needs to be known and done to solve the identified problems.
• Prioritize the various action steps.
• Consider how the steps impact the possible solutions.
• See if the group is in agreement with the timeline; if not, decide how to reach agreement.
• What resources are available to help (e.g., textbooks, primary/secondary sources, Internet).
• Determine research assignments per team members.
• Establish due dates.
• Determine how your group will present the problem solution and also identify the audience. Usually, in PBL, each group presents their solutions via a team presentation either to the class of other students or to those who are related to the problem.
• Both the process and the results of the learning activity need to be covered. Include the following: problem statement, questions, data gathered, data analysis, reasons for the solution(s) and/or any recommendations reflective of the data analysis.
• A well-stated problem and conclusion.
• The process undertaken by the group in solving the problem, the various options discussed, and the resources used.
• Your solution’s supporting documents, guests, interviews and their purpose to be convincing to your audience.
• In addition, be prepared for any audience comments and questions. Determine who will respond and if your team doesn’t know the answer, admit this and be open to looking into the question at a later date.
• Reflective thinking and transfer of knowledge are important components of PBL. This helps the students be more cognizant of their own learning and teaches them how to ask appropriate questions to address problems that need to be solved. It is important to look at both the individual student and the group effort/delivery throughout the entire process. From here, you can better determine what was learned and how to improve. The students should be asked how they can apply what was learned to a different situation, to their own lives, and to other course projects.

See also: Kirkpatrick Model: Four Levels of Learning Evaluation

I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University.

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Center for Teaching Innovation

Resource library.

• Establishing Community Agreements and Classroom Norms
• Sample group work rubric
• Problem-Based Learning Clearinghouse of Activities, University of Delaware

Problem-Based Learning

Problem-based learning  (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. 

Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to:

• Working in teams.
• Managing projects and holding leadership roles.
• Oral and written communication.
• Self-awareness and evaluation of group processes.
• Working independently.
• Critical thinking and analysis.
• Explaining concepts.
• Self-directed learning.
• Applying course content to real-world examples.
• Researching and information literacy.
• Problem solving across disciplines.

Considerations for Using Problem-Based Learning

Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to   work in groups  and to allow them to engage in their PBL project.

Students generally must:

• Examine and define the problem.
• Explore what they already know about underlying issues related to it.
• Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.
• Evaluate possible ways to solve the problem.
• Solve the problem.
• Report on their findings.

Getting Started with Problem-Based Learning

• Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?
• Create the problem. Ideally, this will be a real-world situation that resembles something students may encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed PBL activities can be found online through the University of Delaware’s PBL Clearinghouse of Activities .
• Establish ground rules at the beginning to prepare students to work effectively in groups.
• Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.
• Consider having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to assume various perspectives, such as those of government officials, local business owners, etc.
• Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments a part of the assignment grade.

Nilson, L. B. (2010).  Teaching at its best: A research-based resource for college instructors  (2nd ed.).  San Francisco, CA: Jossey-Bass. 

Why Every Educator Needs to Teach Problem-Solving Skills

Strong problem-solving skills will help students be more resilient and will increase their academic and career success .

Want to learn more about how to measure and teach students’ higher-order skills, including problem solving, critical thinking, and written communication?

Problem-solving skills are essential in school, careers, and life.

Problem-solving skills are important for every student to master. They help individuals navigate everyday life and find solutions to complex issues and challenges. These skills are especially valuable in the workplace, where employees are often required to solve problems and make decisions quickly and effectively.

Problem-solving skills are also needed for students’ personal growth and development because they help individuals overcome obstacles and achieve their goals. By developing strong problem-solving skills, students can improve their overall quality of life and become more successful in their personal and professional endeavors.

Problem-Solving Skills Help Students…

   develop resilience.

Problem-solving skills are an integral part of resilience and the ability to persevere through challenges and adversity. To effectively work through and solve a problem, students must be able to think critically and creatively. Critical and creative thinking help students approach a problem objectively, analyze its components, and determine different ways to go about finding a solution.  

This process in turn helps students build self-efficacy . When students are able to analyze and solve a problem, this increases their confidence, and they begin to realize the power they have to advocate for themselves and make meaningful change.

When students gain confidence in their ability to work through problems and attain their goals, they also begin to build a growth mindset . According to leading resilience researcher, Carol Dweck, “in a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

    Set and Achieve Goals

Students who possess strong problem-solving skills are better equipped to set and achieve their goals. By learning how to identify problems, think critically, and develop solutions, students can become more self-sufficient and confident in their ability to achieve their goals. Additionally, problem-solving skills are used in virtually all fields, disciplines, and career paths, which makes them important for everyone. Building strong problem-solving skills will help students enhance their academic and career performance and become more competitive as they begin to seek full-time employment after graduation or pursue additional education and training.

  Resolve Conflicts

In addition to increased social and emotional skills like self-efficacy and goal-setting, problem-solving skills teach students how to cooperate with others and work through disagreements and conflicts. Problem-solving promotes “thinking outside the box” and approaching a conflict by searching for different solutions. This is a very different (and more effective!) method than a more stagnant approach that focuses on placing blame or getting stuck on elements of a situation that can’t be changed.

While it’s natural to get frustrated or feel stuck when working through a conflict, students with strong problem-solving skills will be able to work through these obstacles, think more rationally, and address the situation with a more solution-oriented approach. These skills will be valuable for students in school, their careers, and throughout their lives.

    Achieve Success

We are all faced with problems every day. Problems arise in our personal lives, in school and in our jobs, and in our interactions with others. Employers especially are looking for candidates with strong problem-solving skills. In today’s job market, most jobs require the ability to analyze and effectively resolve complex issues. Students with strong problem-solving skills will stand out from other applicants and will have a more desirable skill set.

In a recent opinion piece published by The Hechinger Report , Virgel Hammonds, Chief Learning Officer at KnowledgeWorks, stated “Our world presents increasingly complex challenges. Education must adapt so that it nurtures problem solvers and critical thinkers.” Yet, the “traditional K–12 education system leaves little room for students to engage in real-world problem-solving scenarios.” This is the reason that a growing number of K–12 school districts and higher education institutions are transforming their instructional approach to personalized and competency-based learning, which encourage students to make decisions, problem solve and think critically as they take ownership of and direct their educational journey.

Problem-Solving Skills Can Be Measured and Taught

Research shows that problem-solving skills can be measured and taught. One effective method is through performance-based assessments which require students to demonstrate or apply their knowledge and higher-order skills to create a response or product or do a task.

What Are Performance-Based Assessments?

With the No Child Left Behind Act (2002), the use of standardized testing became the primary way to measure student learning in the U.S. The legislative requirements of this act shifted the emphasis to standardized testing, and this led to a  decline in nontraditional testing methods .

But   many educators, policy makers, and parents have concerns with standardized tests. Some of the top issues include that they don’t provide feedback on how students can perform better, they don’t value creativity, they are not representative of diverse populations, and they can be disadvantageous to lower-income students.

While standardized tests are still the norm, U.S. Secretary of Education Miguel Cardona is encouraging states and districts to move away from traditional multiple choice and short response tests and instead use performance-based assessment, competency-based assessments, and other more authentic methods of measuring students abilities and skills rather than rote learning. 

Performance-based assessments  measure whether students can apply the skills and knowledge learned from a unit of study. Typically, a performance task challenges students to use their higher-order skills to complete a project or process. Tasks can range from an essay to a complex proposal or design.

Preview a Performance-Based Assessment

Want a closer look at how performance-based assessments work?  Preview CAE’s K–12 and Higher Education assessments and see how CAE’s tools help students develop critical thinking, problem-solving, and written communication skills.

Performance-Based Assessments Help Students Build and Practice Problem-Solving Skills

In addition to effectively measuring students’ higher-order skills, including their problem-solving skills, performance-based assessments can help students practice and build these skills. Through the assessment process, students are given opportunities to practically apply their knowledge in real-world situations. By demonstrating their understanding of a topic, students are required to put what they’ve learned into practice through activities such as presentations, experiments, and simulations. 

This type of problem-solving assessment tool requires students to analyze information and choose how to approach the presented problems. This process enhances their critical thinking skills and creativity, as well as their problem-solving skills. Unlike traditional assessments based on memorization or reciting facts, performance-based assessments focus on the students’ decisions and solutions, and through these tasks students learn to bridge the gap between theory and practice.

Performance-based assessments like CAE’s College and Career Readiness Assessment (CRA+) and Collegiate Learning Assessment (CLA+) provide students with in-depth reports that show them which higher-order skills they are strongest in and which they should continue to develop. This feedback helps students and their teachers plan instruction and supports to deepen their learning and improve their mastery of critical skills.

Explore CAE’s Problem-Solving Assessments

CAE offers performance-based assessments that measure student proficiency in higher-order skills including problem solving, critical thinking, and written communication.

• College and Career Readiness Assessment (CCRA+) for secondary education and
• Collegiate Learning Assessment (CLA+) for higher education.

Our solution also includes instructional materials, practice models, and professional development.

We can help you create a program to build students’ problem-solving skills that includes:

• Measuring students’ problem-solving skills through a performance-based assessment    
• Using the problem-solving assessment data to inform instruction and tailor interventions
• Teaching students problem-solving skills and providing practice opportunities in real-life scenarios
• Supporting educators with quality professional development

Get started with our problem-solving assessment tools to measure and build students’ problem-solving skills today! These skills will be invaluable to students now and in the future.

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Learn more about cae’s suite of products and let’s get started measuring and teaching students important higher-order skills like problem solving..

Problem Solving Method Of Teaching

The problem-solving method of teaching is the learning method that allows children to learn by doing. This is because they are given examples and real-world situations so that the theory behind it can be understood better, as well as practice with each new concept or skill taught on top of what was previously learned in class before moving onto another topic at hand.

What is your preferred problem-solving technique?

Answers : - I like to brainstorm and see what works for me - I enjoy the trial and error method - I am a linear thinker

Share it with me by commenting.

For example, while solving a problem, the child may encounter terms he has not studied yet. These will further help him understand their use in context while developing his vocabulary. At the same time, being able to practice math concepts by tapping into daily activities helps an individual retain these skills better.

One way this type of teaching is applied for younger students particularly is through games played during lessons. By allowing them to become comfortable with the concepts taught through these games, they can put their knowledge into use later on. This is done by developing thinking processes that precede an action or behavior. These games can be used by teachers for different subjects including science and language.

For younger students still, the method of teaching using real-life examples helps them understand better. Through this, it becomes easier for them to relate what they learned in school with terms used outside of school settings so that the information sticks better than if all they were given were theoretical definitions. For instance, instead of just studying photosynthesis as part of biology lessons, children are asked to imagine plants growing inside a dark room because there is no sunlight present. When questioned about the plants, children will be able to recall photosynthesis more easily because they were able to see its importance in real life.

Despite being given specific examples, the act of solving problems helps students think for themselves. They learn how to approach situations and predict outcomes based on what they already know about concepts or ideas taught in class including the use of various skills they have acquired over time. These include problem-solving strategies like using drawings when describing a solution or asking advice if they are stuck to unlock solutions that would otherwise go beyond their reach.

Teachers need to point out in advance which method will be used for any particular lesson before having children engage with it. By doing this, individuals can prepare themselves mentally for what is to come. This is especially true for students who have difficulty with a particular subject. In these cases, the teacher can help them get started by providing a worked example for reference or breaking the problem down into manageable chunks that are easier to digest.

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Ultimately, the goal of teaching using a problem-solving method is to give children the opportunity to think for themselves and to be able to do so in different contexts. Doing this helps foster independent learners who can utilize the skills they acquired in school for future endeavors.

The problem-solving method of teaching allows children to learn by doing. This is because they are given examples and real-world situations so that the theory behind it can be understood better, as practice with each new concept or skill taught on top of what was previously learned in class before moving onto another topic at hand.

One way this type of teaching is applied for younger students particularly is through games played during lessons. By allowing them to become comfortable with the concepts taught through these games, they are able to put their knowledge into use later on. This is done by developing thinking processes that precede an action or behavior. These games can be used by teachers for different subjects including science and language.

For instance, a teacher may ask students to imagine they are plants in a dark room because there is no sunlight present. When questioned about the plants, children will be able to recall photosynthesis more easily because they were able to see its importance in real life.

It is important for teachers to point out in advance which method will be used for any particular lesson before having children engage with it. By doing this, individuals can prepare themselves mentally for what is to come. This is especially true for students who have difficulty with a particular subject. In these cases, the teacher can help them get started by providing a worked example for reference or breaking the problem down into manageable chunks that are easier to digest.

lesson before having children engage with it. By doing this, individuals can prepare themselves mentally for what is to come. This is especially true for students who have difficulty with a particular subject. In these cases, the teacher can help them get started by providing a worked example for reference or breaking the problem down into manageable chunks that are easier to digest.

The teacher should have a few different ways to solve the problem.

For example, the teacher can provide a worked example for reference or break down the problem into chunks that are easier to digest.

The goal of teaching using a problem-solving method is to give children the opportunity to think for themselves and to be able to do so in different contexts. Successful problem solving allows children to become comfortable with concepts taught through games that develop thinking processes that precede an action or behavior.

Introduce the problem

The problem solving method of teaching is a popular approach to learning that allows students to understand new concepts by doing. This approach provides students with examples and real-world situations, so they can see how the theory behind a concept or skill works in practice. In addition, students are given practice with each new concept or skill taught, before moving on to the next topic. This helps them learn and retain the information better.

Explain why the problem solving method of teaching is effective.

The problem solving method of teaching is effective because it allows students to learn by doing. This means they can see how the theory behind a concept or skill works in practice, which helps them understand and remember the information better. This would not be possible if they are only told about the new concept or skill, or read a textbook to learn on their own. Since students can see how the theory works in practice through examples and real-world situations, the information is easier for them to understand.

List some advantages of using the problem solving method of teaching.

Some advantages of using the problem solving method of teaching are that it helps students retain information better since they are able to practice with each new concept or skill taught until they master it before moving on to another topic. This also allows them to learn by doing so they will have hands-on experience with facts which helps them remember important facts faster rather than just hearing about it or reading about it on their own. Furthermore, this teaching method is beneficial for students of all ages and can be adapted to different subjects making it an approach that is versatile and easily used in a classroom setting. Lastly, the problem solving method of teaching presents new information in a way that is easy to understand so students are not overwhelmed with complex material.

The problem solving method of teaching is an effective way for students to learn new concepts and skills. By providing them with examples and real-world situations, they can see how the theory behind a concept or skill works in practice. In addition, students are given practice with each new concept or skill taught, before moving on to the next topic. This them learn and retain the information better.

What has been your experience with adopting a problem-solving teaching method?

How do you feel the usefulness of your lesson plans changed since adopting this method?

What was one of your most successful attempts in using this technique to teach students, and why do you believe it was so successful?

Were there any obstacles when trying to incorporate this technique into your class? 

Did it take a while for all students to get used to the new type of teaching style before they felt comfortable enough to participate in discussions and ask questions about their newly acquired knowledge?

What are your thoughts on this method? 

“I have had the opportunity to work in several districts, including one where they used problem solving for all subjects. I never looked back after that experience--it was exciting and motivating for students and teachers alike." 

"The problem solving method of teaching is great because it makes my subject matter more interesting with hands-on activities."

What is the role of educators in facilitating problem-solving method of teaching?

Role of Educators in Facilitating Problem-Solving Understanding the Problem-Solving Method The problem-solving method of teaching encourages students to actively engage their critical thinking skills to analyze and seek solutions to real-world problems. As such, educators play a crucial part in facilitating this learning style to ensure the effective attainment of desired skills. Encouraging Collaboration and Communication One of the ways educators can facilitate problem-solving is by promoting collaboration and communication among students. Working as a team allows students to share diverse perspectives while considering multiple solutions, thereby fostering an open-minded and inclusive environment that is crucial for effective problem-solving. Creating a Safe Space for Failure Educators must recognize that failure is an integral component of the learning process in a problem-solving method. By establishing a safe environment that allows students to fail without facing judgment or embarrassment, teachers enable students to develop perseverance, resilience, and an enhanced ability to learn from mistakes. Designing Relevant and Engaging Problems The selection and design of appropriate problems contribute significantly to the success of the problem-solving method of teaching. Educators should focus on presenting issues that are relevant, engaging, and age-appropriate, thereby sparking curiosity and interest amongst students, which further improves their problem-solving abilities. Scaffolding Learning Scaffolding is essential in the problem-solving method for providing adequate support when required. Teachers need to break down complex problems into smaller, manageable steps, and gradually remove support as students develop the necessary skills, thus promoting their self-reliance and independent thinking. Providing Constructive Feedback Constructive feedback from educators is invaluable in facilitating the problem-solving method of teaching, as it enables students to reflect on their progress, recognize areas for improvement, and actively develop their critical thinking and problem-solving abilities. In conclusion, the role of educators in facilitating the problem-solving method of teaching comprises promoting collaboration, creating a safe space for failure, designing relevant problems, scaffolding learning, and providing constructive feedback. By integrating these elements, educators can help students develop essential life-long skills and effectively navigate the complex world they will experience.

Can interdisciplinary approaches be incorporated into problem-solving teaching methods, and if so, how?

Interdisciplinary Approaches in Problem-Solving Teaching Methods Integration of Interdisciplinary Approaches Incorporating interdisciplinary approaches into problem-solving teaching methods can be achieved by integrating various subject areas when presenting complex problems that require students to draw from different fields of knowledge. By doing so, learners will develop a deeper understanding of the interconnectedness of various disciplines and improve their problem-solving skills. Project-Based Learning Activities Implementing project-based learning activities in the classroom allows students to work collaboratively on real-world problems. By involving learners in tasks that necessitate the integration of diverse subjects, they develop the ability to transfer skills acquired in one context to novel situations, thereby expanding their problem-solving abilities. Role of Teachers in Interdisciplinary Teaching Teachers play a crucial role in the successful incorporation of interdisciplinary methods in problem-solving teaching. They must be prepared to facilitate student-centered learning and engage in ongoing professional development tailored towards interdisciplinary education. In doing so, educators can create inclusive learning environments that encourage individualized discovery and the application of diverse perspectives to solve complex problems. Benefits of Interdisciplinary Teaching Methods Adopting interdisciplinary teaching methods in problem-solving education not only enhances students' problem-solving abilities but also fosters the development of critical thinking, creativity, and collaboration. These essential skills enable learners to navigate and adapt to an increasingly interconnected world and have been shown to contribute to students' academic and professional success. In conclusion, incorporating interdisciplinary approaches into problem-solving teaching methods can be achieved through the integration of various subject areas, implementing project-based learning activities, and the active role of teachers in interdisciplinary education. These methods benefit students by developing problem-solving skills, critical thinking, creativity, and collaboration, preparing them for future success in an interconnected world.

In what ways can technology be integrated into the problem-solving method of instruction?

**Role of Technology in Problem-Solving Instruction** Technology can be integrated into the problem-solving method of instruction by enhancing student engagement, promoting collaboration, and supporting personalized learning. **Enhancing Student Engagement** One way technology supports the problem-solving method is by increasing students' interest through interactive and dynamic tools. For instance, digital simulations and educational games can help students develop critical thinking and problem-solving skills in a fun, engaging manner. These tools provide real-world contexts and immediate feedback, allowing students to experiment, take risks, and learn from their mistakes. **Promoting Collaboration** Technology also promotes collaboration among students, as online platforms facilitate communication and cooperation. Utilizing tools like video conferencing and shared workspaces, students can collaborate on group projects, discuss ideas, and solve problems together. This collaborative approach fosters a sense of community, mutual support, and collective problem-solving. Moreover, it helps students develop essential interpersonal skills, such as teamwork and communication, which are crucial in today's workplaces. **Supporting Personalized Learning** Finally, technology can be used to provide personalized learning experiences tailored to individual learners' needs, interests, and abilities. With access to adaptive learning platforms or online resources, students can progress at their own pace, focus on areas where they need improvement, and explore topics that interest them. This kind of personalized approach allows instructors to identify areas where students struggle and offer targeted support, enhancing the problem-solving learning experience. In conclusion, integrating technology into the problem-solving method of instruction can improve the learning process in various ways. By fostering student engagement, promoting collaboration, and facilitating personalized learning experiences, technology can be employed as a valuable resource to develop students' problem-solving skills effectively.

I graduated from the Family and Consumption Sciences Department at Hacettepe University. I hold certificates in blogging and personnel management. I have a Master's degree in English and have lived in the US for three years.

What are Problem Solving Skills?

How To Solve The Problems? Practical Problem Solving Skills

A Problem Solving Method: Brainstorming

How To Develop Problem Solving Skills?

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Critical thinking and problem-solving, jump to: , what is critical thinking, characteristics of critical thinking, why teach critical thinking.

• Teaching Strategies to Help Promote Critical Thinking Skills

References and Resources

When examining the vast literature on critical thinking, various definitions of critical thinking emerge. Here are some samples:

• "Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven, 1996).
• "Most formal definitions characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation" (Angelo, 1995, p. 6).
• "Critical thinking is thinking that assesses itself" (Center for Critical Thinking, 1996b).
• "Critical thinking is the ability to think about one's thinking in such a way as 1. To recognize its strengths and weaknesses and, as a result, 2. To recast the thinking in improved form" (Center for Critical Thinking, 1996c).

Perhaps the simplest definition is offered by Beyer (1995) : "Critical thinking... means making reasoned judgments" (p. 8). Basically, Beyer sees critical thinking as using criteria to judge the quality of something, from cooking to a conclusion of a research paper. In essence, critical thinking is a disciplined manner of thought that a person uses to assess the validity of something (statements, news stories, arguments, research, etc.).

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Wade (1995) identifies eight characteristics of critical thinking. Critical thinking involves asking questions, defining a problem, examining evidence, analyzing assumptions and biases, avoiding emotional reasoning, avoiding oversimplification, considering other interpretations, and tolerating ambiguity. Dealing with ambiguity is also seen by Strohm & Baukus (1995) as an essential part of critical thinking, "Ambiguity and doubt serve a critical-thinking function and are a necessary and even a productive part of the process" (p. 56).

Another characteristic of critical thinking identified by many sources is metacognition. Metacognition is thinking about one's own thinking. More specifically, "metacognition is being aware of one's thinking as one performs specific tasks and then using this awareness to control what one is doing" (Jones & Ratcliff, 1993, p. 10 ).

In the book, Critical Thinking, Beyer elaborately explains what he sees as essential aspects of critical thinking. These are:

• Dispositions: Critical thinkers are skeptical, open-minded, value fair-mindedness, respect evidence and reasoning, respect clarity and precision, look at different points of view, and will change positions when reason leads them to do so.
• Criteria: To think critically, must apply criteria. Need to have conditions that must be met for something to be judged as believable. Although the argument can be made that each subject area has different criteria, some standards apply to all subjects. "... an assertion must... be based on relevant, accurate facts; based on credible sources; precise; unbiased; free from logical fallacies; logically consistent; and strongly reasoned" (p. 12).
• Argument: Is a statement or proposition with supporting evidence. Critical thinking involves identifying, evaluating, and constructing arguments.
• Reasoning: The ability to infer a conclusion from one or multiple premises. To do so requires examining logical relationships among statements or data.
• Point of View: The way one views the world, which shapes one's construction of meaning. In a search for understanding, critical thinkers view phenomena from many different points of view.
• Procedures for Applying Criteria: Other types of thinking use a general procedure. Critical thinking makes use of many procedures. These procedures include asking questions, making judgments, and identifying assumptions.

Oliver & Utermohlen (1995) see students as too often being passive receptors of information. Through technology, the amount of information available today is massive. This information explosion is likely to continue in the future. Students need a guide to weed through the information and not just passively accept it. Students need to "develop and effectively apply critical thinking skills to their academic studies, to the complex problems that they will face, and to the critical choices they will be forced to make as a result of the information explosion and other rapid technological changes" (Oliver & Utermohlen, p. 1 ).

As mentioned in the section, Characteristics of Critical Thinking , critical thinking involves questioning. It is important to teach students how to ask good questions, to think critically, in order to continue the advancement of the very fields we are teaching. "Every field stays alive only to the extent that fresh questions are generated and taken seriously" (Center for Critical Thinking, 1996a ).

Beyer sees the teaching of critical thinking as important to the very state of our nation. He argues that to live successfully in a democracy, people must be able to think critically in order to make sound decisions about personal and civic affairs. If students learn to think critically, then they can use good thinking as the guide by which they live their lives.

Teaching Strategies to Help Promote Critical Thinking

The 1995, Volume 22, issue 1, of the journal, Teaching of Psychology , is devoted to the teaching critical thinking. Most of the strategies included in this section come from the various articles that compose this issue.

• CATS (Classroom Assessment Techniques): Angelo stresses the use of ongoing classroom assessment as a way to monitor and facilitate students' critical thinking. An example of a CAT is to ask students to write a "Minute Paper" responding to questions such as "What was the most important thing you learned in today's class? What question related to this session remains uppermost in your mind?" The teacher selects some of the papers and prepares responses for the next class meeting.
• Cooperative Learning Strategies: Cooper (1995) argues that putting students in group learning situations is the best way to foster critical thinking. "In properly structured cooperative learning environments, students perform more of the active, critical thinking with continuous support and feedback from other students and the teacher" (p. 8).
• Case Study /Discussion Method: McDade (1995) describes this method as the teacher presenting a case (or story) to the class without a conclusion. Using prepared questions, the teacher then leads students through a discussion, allowing students to construct a conclusion for the case.
• Using Questions: King (1995) identifies ways of using questions in the classroom:
• Reciprocal Peer Questioning: Following lecture, the teacher displays a list of question stems (such as, "What are the strengths and weaknesses of...). Students must write questions about the lecture material. In small groups, the students ask each other the questions. Then, the whole class discusses some of the questions from each small group.
• Reader's Questions: Require students to write questions on assigned reading and turn them in at the beginning of class. Select a few of the questions as the impetus for class discussion.
• Conference Style Learning: The teacher does not "teach" the class in the sense of lecturing. The teacher is a facilitator of a conference. Students must thoroughly read all required material before class. Assigned readings should be in the zone of proximal development. That is, readings should be able to be understood by students, but also challenging. The class consists of the students asking questions of each other and discussing these questions. The teacher does not remain passive, but rather, helps "direct and mold discussions by posing strategic questions and helping students build on each others' ideas" (Underwood & Wald, 1995, p. 18 ).
• Use Writing Assignments: Wade sees the use of writing as fundamental to developing critical thinking skills. "With written assignments, an instructor can encourage the development of dialectic reasoning by requiring students to argue both [or more] sides of an issue" (p. 24).
• Written dialogues: Give students written dialogues to analyze. In small groups, students must identify the different viewpoints of each participant in the dialogue. Must look for biases, presence or exclusion of important evidence, alternative interpretations, misstatement of facts, and errors in reasoning. Each group must decide which view is the most reasonable. After coming to a conclusion, each group acts out their dialogue and explains their analysis of it.
• Spontaneous Group Dialogue: One group of students are assigned roles to play in a discussion (such as leader, information giver, opinion seeker, and disagreer). Four observer groups are formed with the functions of determining what roles are being played by whom, identifying biases and errors in thinking, evaluating reasoning skills, and examining ethical implications of the content.
• Ambiguity: Strohm & Baukus advocate producing much ambiguity in the classroom. Don't give students clear cut material. Give them conflicting information that they must think their way through.
• Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking: Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6-7.
• Beyer, B. K. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation.
• Center for Critical Thinking (1996a). The role of questions in thinking, teaching, and learning. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
• Center for Critical Thinking (1996b). Structures for student self-assessment. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univclass/trc.nclk
• Center for Critical Thinking (1996c). Three definitions of critical thinking [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
• Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of Psychology, 22(1), 7-8.
• Jones, E. A. & Ratcliff, G. (1993). Critical thinking skills for college students. National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA. (Eric Document Reproduction Services No. ED 358 772)
• King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum: Inquiring minds really do want to know: Using questioning to teach critical thinking. Teaching of Psychology, 22 (1) , 13-17.
• McDade, S. A. (1995). Case study pedagogy to advance critical thinking. Teaching Psychology, 22(1), 9-10.
• Oliver, H. & Utermohlen, R. (1995). An innovative teaching strategy: Using critical thinking to give students a guide to the future.(Eric Document Reproduction Services No. 389 702)
• Robertson, J. F. & Rane-Szostak, D. (1996). Using dialogues to develop critical thinking skills: A practical approach. Journal of Adolescent & Adult Literacy, 39(7), 552-556.
• Scriven, M. & Paul, R. (1996). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
• Strohm, S. M., & Baukus, R. A. (1995). Strategies for fostering critical thinking skills. Journalism and Mass Communication Educator, 50 (1), 55-62.
• Underwood, M. K., & Wald, R. L. (1995). Conference-style learning: A method for fostering critical thinking with heart. Teaching Psychology, 22(1), 17-21.
• Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22(1), 24-28.

Other Reading

• Bean, J. C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, & active learning in the classroom. Jossey-Bass.
• Bernstein, D. A. (1995). A negotiation model for teaching critical thinking. Teaching of Psychology, 22(1), 22-24.
• Carlson, E. R. (1995). Evaluating the credibility of sources. A missing link in the teaching of critical thinking. Teaching of Psychology, 22(1), 39-41.
• Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1-25.
• Halpern, D. F., & Nummedal, S. G. (1995). Closing thoughts about helping students improve how they think. Teaching of Psychology, 22(1), 82-83.
• Isbell, D. (1995). Teaching writing and research as inseparable: A faculty-librarian teaching team. Reference Services Review, 23(4), 51-62.
• Jones, J. M. & Safrit, R. D. (1994). Developing critical thinking skills in adult learners through innovative distance learning. Paper presented at the International Conference on the practice of adult education and social development. Jinan, China. (Eric Document Reproduction Services No. ED 373 159)
• Sanchez, M. A. (1995). Using critical-thinking principles as a guide to college-level instruction. Teaching of Psychology, 22(1), 72-74.
• Spicer, K. L. & Hanks, W. E. (1995). Multiple measures of critical thinking skills and predisposition in assessment of critical thinking. Paper presented at the annual meeting of the Speech Communication Association, San Antonio, TX. (Eric Document Reproduction Services No. ED 391 185)
• Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students' critical thinking skills. Research in Higher Education, 36(1), 23-39.

On the Internet

• Carr, K. S. (1990). How can we teach critical thinking. Eric Digest. [On-line]. Available HTTP: http://ericps.ed.uiuc.edu/eece/pubs/digests/1990/carr90.html
• The Center for Critical Thinking (1996). Home Page. Available HTTP: http://www.criticalthinking.org/University/
• Ennis, Bob (No date). Critical thinking. [On-line], April 4, 1997. Available HTTP: http://www.cof.orst.edu/cof/teach/for442/ct.htm
• Montclair State University (1995). Curriculum resource center. Critical thinking resources: An annotated bibliography. [On-line]. Available HTTP: http://www.montclair.edu/Pages/CRC/Bibliographies/CriticalThinking.html
• No author, No date. Critical Thinking is ... [On-line], April 4, 1997. Available HTTP: http://library.usask.ca/ustudy/critical/
• Sheridan, Marcia (No date). Internet education topics hotlink page. [On-line], April 4, 1997. Available HTTP: http://sun1.iusb.edu/~msherida/topics/critical.html

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Art and Science of Teaching / Problem Solving in Seven Steps

Step 1: Determine whether you have a problem and whether it's worth solving

Step 2: affirm positive beliefs regarding your ability to solve the problem, step 3: clarify the obstacle and identify possible solutions, step 4: determine each solution's likelihood of success and consider the resources required, step 5: try out the solution that has the greatest chance of success, step 6: if your solution doesn't work, try a different one, step 7: if you can't find a solution, identify an alternative goal, make it explicit.

.css-191dech{margin-top:16px;margin-bottom:16px;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;} .css-12z0wuy{margin-right:8px;} • .css-16w6vyg{margin:0;font-family:'Poppins',sans-serif;font-weight:400;font-size:0.875rem;line-height:1.43;font-size:1rem;font-weight:400;line-height:1.625rem;letter-spacing:0.2px;} 1 See, for example, Marzano, R. J., & Heflebower, T. (2012). Teaching and assessing 21st century skills . Bloomington, IN: Marzano Research Laboratory; Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction . Alexandria, VA: ASCD.

Robert Marzano is the CEO of Marzano Research Laboratory in Centennial, CO, which provides research-based, partner-centered support for educators and education agencies—with the goal of helping teachers improve educational practice.

As strategic advisor, Robert brings over 50 years of experience in action-based education research, professional development, and curriculum design to Marzano Research. He has expertise in standards-based assessment, cognition, school leadership, and competency-based education, among a host of areas.

He is the author of 30 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in grades K–12.

ASCD is a community dedicated to educators' professional growth and well-being.

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Key Tips On Problem Solving Method Of Teaching

Problem-solving skills are necessary for all strata of life, and none can be better than classroom problem-solving activities. It can be an excellent way to introduce students to problem-solving skills, get them prepped and ready to solve real problems in real-life settings.  

The ability to critically analyze a problem, map out all its elements and then prepare a solution that works is one of the most valuable skills; one must acquire in life. Educating your students about problem-solving techniques from an early age can be facilitated with in-class problem-solving activities. Such efforts encourage cognitive and social development and equip students with the tools they will need to tackle and resolve their lives.  

So, what is  a  problem-solving method of teaching ?

Problem Solving  is the act of defining a problem; determining the cause of the problem; identifying, prioritizing and selecting alternatives for a solution; and implementing a solution. In a problem-solving method, children learn by working on problems. This skill enables the students to learn new knowledge by facing the problems to be solved. It is expected of them to observe, understand, analyze, interpret, find solutions, and perform applications that lead to a holistic understanding of the concept. This method develops scientific process skills. This method helps in developing a brainstorming approach to learning concepts. 

In simple words, problem-solving is an ongoing activity in which we take what we know to discover what we do not know. It involves overcoming obstacles by generating hypotheses, testing those predictions, and arriving at satisfactory solutions. 

The problem-solving method involves three basic functions

• Seeking information
• Generating new knowledge 
• Making decisions 

This post will include key strategies to help you inculcate problem-solving skills in your students. 

First and foremostly, follow the 5-step model of problem-solving presented by Wood

Woods' problem-solving model

Identify the problem .

Allow your students to identify the system under study by interpreting the information provided in the problem statement. Then, prepare a list of what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it. Once you have a list of known problems, identifying the unknown(s) becomes simpler. The unknown one is usually the answer to the problem; however, there may be other unknowns. Make sure that your students have a clear understanding of what they are expected to find. 

While teaching problem solving, it is very important to have students know how to select, interpret, and use units and symbols. Emphasize the use of units and symbols whenever appropriate. Develop a habit of using appropriate units and symbols yourself at all times. Teach your students to look for the words only and neglect or assume to help identify the constraints. 

Furthermore, help students consider from the beginning what a logical type of answer would be. What characteristics will it possess?  

Think about it

Use the next stage to ponder the identified problem. Ideally, students will develop an imaginary image of the problem at hand during this stage. They need to determine the required background knowledge from illustrations, examples and problems covered in the course and collect pertinent information such as conversion factors, constants, and tables needed to solve the problem. 

Plan a solution

Often, the type of problem will determine the type of solution. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards. 

Help your students choose the best strategy by reminding them again what they must find or calculate. 

Carry out the plan

Now that the major part of problem-solving has been done start executing the solution. There are possibilities that a plan may not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying. 

Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions: 

•  Does the answer make sense? 
•  Does it fit with the criteria established in step 1? 
•  Did I answer the question(s)? 
•  What did I learn by doing this? 
•  Could I have done the problem another way?  

Other tips include

Ask open-ended questions.

When a student seeks help, you might be willing to give them the answer they are looking for so you can both move on. But what is recommend is that instead of giving answers promptly, try using open-ended questions and prompts. For example: ask What do you think will happen if..? Why do you think so? What would you do if you get into such situations? Etc. 

Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset. Getting an 'incorrect' response does not have to be a bad thing! What matters most is what they have done to achieve it and how they might change their approach next time. As a teacher, you can help students learn the process of reflection. 

Model The Strategies

As children learn creative problem-solving techniques, there will probably be times when they will be frustrated or uncertain. Here are just a few simple ways to model what creative problem-solving looks like and sounds like. 

• Ask questions in case you don't understand anything.
• Admit to not knowing the right answer.
• Discuss the many possible outcomes of different situations. 
• Verbalize what you feel when you come across a problem.
• Practising these strategies with your students will help create an environment where struggle, failure and growth are celebrated!

Encourage Grappling

Grappling is not confined to perseverance! This includes critical thinking, asking questions, observing evidence, asking more questions, formulating hypotheses and building a deep understanding of a problem. 

There are numerous ways to provide opportunities for students to struggle. All that includes the engineering design process is right! Examples include: 

• Engineering or creative projects
• Design-thinking challenges
• Informatics projects
• Science experiments

Make problem resolution relevant to the lives of your students

Limiting problem solving to class is a bad idea. This will affect students later in life because problem-solving is an essential part of human life, and we have had a chance to look at it from a mathematical perspective. Such problems are relevant to us, and they are not things that we are supposed to remember or learn but to put into practice in real life. These are things from which we can take very significant life lessons and apply them later in life. 

What's your strategy? How do you teach Problem-Solving to your students? Do let us know in the comments. 

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Teaching Learning Methods

• Open Access
• First Online: 23 November 2019

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• Ane Landøy   ORCID: orcid.org/0000-0001-8589-2789 4 ,
• Daniela Popa   ORCID: orcid.org/0000-0002-4538-7136 5 &
• Angela Repanovici   ORCID: orcid.org/0000-0002-8748-5332 6  

Part of the book series: Springer Texts in Education ((SPTE))

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After completing this learning unit, you will be able to:

Identify the characteristics of each method;

Differentiate between types of teaching and learning methods;

Argue the necessity of the adequacy of a didactic method to the proposed learning approach.

You have full access to this open access chapter,  Download chapter PDF

• Active-participatory teaching methods
• Graphical viewing methods
• Metacognition facilitation methods

Problem solving methods

In this chapter we present an overview of pedagogical perspective from which we interpreted teaching information literacy. In order to achieve an effective teaching, we combined the techniques and methods considered classic with the modern ones (Blummer 2009 ). But the literature highlights that not only the technical aspects of a training determine the achievement of educational goals (Mackey and Jacobson  2007 ; Harkins et al. 2011 ). The human resource is a very important factor. Thus we believe that team teaching (teacher and librarian), creating a curriculum designed by a team of specialists information literacy, librarians and experts in teaching and learning are essential to achieve effective teaching learning. This belief was the basis of the collaboration between the authors of this book, combining the different areas of expertise to produce a product that can be considered, hopefully, a useful help to the trainer.

The way we teach is influenced by the way we perceive learning. Learning theories are closely related to IQ theories. The latter highlights the existence of a general intelligence that determines the level of development of learning capacity (Muijs and Reynolds 2017 ) as well as the existence of multiple intelligences (Gardner 1987 ).

One of the most popular classifications of learning theories has as a main criterion the historical period in which these theories and paradigms of psychology emerged. From this point of view, we group the theories of learning into: behavioural, cognitive, humanistic, and constructivist.

The functions that these theories fulfil are:

Informational, referential , giving an overview of the described reality;

Explanatory trying to answer the question of why the phenomenon of learning occurs;

Predictive or anticipatory through which can be predicted phenomena that cannot be explained in themselves;

Systematisers summarising a substantial amount of information in order to make theoretical generalisations; and

Praxiological, normative and prescriptive allowing practitioners to use certain methodological guidelines (Panţuru 2010 ).

Learning patterns are derived from learning theories. The most discussed are: behavioural models, the direct training model, models centred on information processing, person-centred models, models centred on a social dimension, the mastery learning model, and the modular approach model.

Training models guide the manner of implementing of teaching strategies. Didactical or Educational Strategies are those that designate the manner of pedagogical action, in order to achieve predetermined goals. Depending on the scope of the concept, we find the existence of two types of strategies: the macro type (developed for medium and long time periods) and the micro type (built for short time periods).

Structurally, teaching strategies consist of:

Models of learning experiences;

Learners’ learning styles;

Learner motivation for learning;

Methods and training procedures used in the didactic approach ;

The resources available for education;

Specific information content;

Particularities of learning tasks;

Forms of organising the teaching activity; and

Type of assessment considered (Bocos and Jucan 2008 ).

10.1 Teaching Strategies

Teaching strategies become appropriate to an educational approach by choosing them according to certain criteria such as:

The pedagogical conception of the teacher dependent on the paradigms on which he bases his opinions;

The pedagogical conception of the historical period to which reference is made, the trends in pedagogical practice;

Didactic principles that delineate the educational process;

Competencies to be developed;

Age and pupil’s level of schooling;

Informational specific of the specialised discipline;

Psychosocial characteristics of the group or class of students;

The time set for achieving the objectives; and

The specificity of the school unit to which the class or group of students belongs.

By degree of generality :

General strategies (used in multiple learning situations or school disciplines); and

Particular strategies (specific to less generalisable approaches, to specific disciplines);

According to the field of predominant instructional activities and the nature of operational objectives (Iucu 2005 ):

Cognitive strategies;

Psychomotor or action strategies;

Emotional strategies; and

Mixed strategies;

By the logic and strategies of student’s thinking (Cerghit 2002 ):

Inductive strategies;

Deductive strategies (axiomatic);

Analogue strategies;

Transductive strategies; and

By the level of directive/non-directive of learning :

Algorithmic/prescriptive strategies :

Explanatory-reproductive (expositive);

Explanatory-intuitive (demonstrative);

Algorithmic; and

Programmed;

Heuristic/non-algorithmic strategies :

Explanatory-investigatory (semi-disciplined discovery);

Conversation-heuristic;

Independent discovery;

Problematised;

Investigative observation;

Inductive-experimental; and

Mixed strategies (Bocos and Jucan 2008 )

Algoritmico-heuristic.

10.2 Methods and Training Procedures

The methods and the training procedures used in the didactic approach are elements of a didactic strategy. Although many other structural elements of educational strategy are equally important, field practitioners tend to focus especially on didactic methods as the visible part of the didactic iceberg. We intended to invite the reader of this paper to reflection, presenting very briefly some of the most well-known didactic strategies to discover the importance and interdependence of each element of the strategy with the others.

The method is a term of Greek origin “methodos” (“metha” translating to through and “odos” meaning direction, road ), namely it can be translated by the phrase “the way to”. The didactic method is a way through which the teacher conducts and organises the training of the trainees.

We define the method as “the assembly or the system of processes or modes of execution of the operations involved in the learning process, integrated into a single flow of action, in order to achieve the objectives proposed” (Cerghit 2006 , p. 46). The degree of freedom and of directing depends on the pedagogical conception at the core of the pedagogical approach.

It is recommended that the choice of teaching-learning methods to be made according to training objectives, the skills of the trainees and trainer and the information content to be mastered.

At present, pedagogues prefer less structured approaches, ambiguous contexts that allow students to discover by themselves the most appropriate way to introduce new information into their own knowledge systems. Although this orientation is predominant, the student-centered curriculum, literature is abundant in studies that still call into question a student centered approach (Garrett 2008 ; Sawant and Rizvi 2015 ; Jacobs et al. 2016 ).

The functions which teaching-learning methods carry out are:

The cognitive function , representing the way of access to knowledge, and information, necessary for its plenary development;

The formative-educational function through exercising skills, certain motor and psychic functions at the same time as discovering scientific facts;

The motivational function inspiring the student, transforming the learning activity into an attractive, stimulating activity;

The instrumental function allows the method to be positioned between the objectives and the results of the didactic activity, being a working tool, a means to efficiently achieve the plan and achieve the intended purpose; and

The normative function of optimising action is highlighted by the prescriptions, rules and phases that the method brings in achieving the objective (Cerghit 2006 ).

10.2.1 The Relationship Between the Method and Procedure

Some of the constituent elements of the methods are training procedures. These are required operations chained into a hierarchical and logical structure to ensure the effectiveness of the teaching method. Between the method and procedure there are subordinate relationships, with structural and functional connotations. Sometimes a method can become a procedure if it is used for a short period of time. A relevant example is that of the explanation method. Rarely, the method is used as the main approach of a lesson, but often, regardless of the method used, we use explanation in a training process.

10.3 Classifications of Teaching—Learning Methods

There are various classifications in the literature according to different criteria. Due to the multiple functions that methods can perform as well as the different variants they may have, the rankings in certain categories are relative. Thus, a method may belong to different categories, depending on classification criteria. The most popular classifications have as main criteria: the person/persons on whom the teaching activity is centered, the type of training/lesson, the type of activity predominantly targeted, the degree of activism/passivity of the pupils, the preponderant means of communication (oral, written).

We continue by presenting a classification of teaching and learning methods, which contains examples of methods in certain categories, without claiming to be exhaustive.

By the criterion of the persons on whom the teaching activity is centered or by degree of student activity:

Centred on the teacher—expository methods :

Lecture/exposure;

Story telling;

Explanation; or

Instruction.

Focused on the interaction between teacher and student

Conversation;

Collective discussion;

Problem solving;

Troubleshooting;

Demonstration;

Case analysis or study; or

Didactic game.

Student centred or active-participatory methods :

Methods of organising information and graphic visualisation:

Cube method;

Method of mosaic or reciprocal teaching;

Conceptual map;

Diagrams; or

Training on simulator.

Methods of stimulating creativity:

Brainstorming;

Philips 6–6;

6/3/5 Technique;

SINECTICA; or

Panel discussions.

Methods to facilitate metacognition:

The Know/Want/Learn method;

Reflective reading;

Walking through the pictures; or

The Learning Log.

10.4 Descriptions of the Methods Used in the Examples in Previous Chapters

Expository Methods :

It is considered a traditional, verbal, and exponential didactic method. Although some authors treat the lecture differently from exposure, the great similarities between them lead us to treat them together. Pedagogical practice highlights several forms of lecture according to the age of educators, their life experience, exposure time and scientific discipline: school lecture story, explanation, university lecture, lecture with opponent, and lecture—debate.

Except for the lecture with an opponent, the method involves passing a consistent volume of information in a verbal form in a monologue from the teacher to the students. As it generates a high degree of passivity among students, exposure methods have been strongly criticised but have also experienced improvements following these criticisms.

The school lecture requires the presentation of a series of ideas, theories, interpretations of scientific aspects, allowing the formation of a coherent image of the designated reality.

The story is used predominantly in educational contexts where trainees have limited life experience. It consists in presenting the information in a narrative form, respecting a sequence of events.

The explanation is an presentation in which rational logical reasoning is obvious, clarifying blocks of information such as theorems, or scientific laws.

The university lecture focuses more on descriptive—explanatory presentation of the results of recent scientific research, due to the fact that the particularities of the age and the level of education of the participants is different. The time allocated to it is longer than for the other exposure methods.

Lecture with an opponent involves the intervention of another teacher or a well-informed student by asking questions or requesting additional information. It creates an effect as in a role play that ensures dynamism of presentation.

The lecture—the debate is based on the teacher’s presentation of essential information and its deepening through debate with the students. The success of the method is requires that the target audience should have a minimum knowledge in advance.

In an attempt to reduce its limits, several conditions have been observed to achieve a high level of efficiency:

Information content should be logically connected, essentialised, without redundant information;

The quantity of information is appropriate to the psycho-pedagogical peculiarities of the educated;

Use examples to connect theory to practice;

Use language appropriate to the audience’s competency, explaining less-known scientific terms;

Maintaining an optimal verbal rhythm (approximately 60–70 words per minute) and an intensity adapted to the particularities of the audience;

Increased attention to expressive elements of verbal and nonverbal communication;

Maintaining visual contact with the public, adjusting speech according to their reactions;

Use of means of scientific expression to help communication (diagrams, schemes, or semantic maps);

Providing recapitulative loops to maintain the logical connection of ideas; and

Providing breaks or alternating scientific discourse with less formal or fun aspects that allow defocusing and refocusing the audience’s attention.

Advantages of a lecture :

A consistent amount of knowledge can be transmitted within a relatively short time frame;

Stimulates curiosity and stimulates pupils’ interest in the subject;

It presents a coherent presentation model and manner to systematise a theme and organise information;

Pupils know modalities to express and express themselves; and

Students can receive additional information that helps explain the interpretation of a scientific reality.

Disadvantages of lecture :

Presents fewer formative and more informative links;

Generates passivity among students;

Mild loss of attention and boredom;

Does not allow individualising the pedagogical discourse;

Induces a high degree of uniformity in behaviour; and

Few opportunities to check understanding of the discourse.

Conversation

Conversation consists in the didactic use of the questions through in-depth examination of a theme, capitalising on pupils’ answers in order to develop the logical reasoning of thinking. The conversation has several forms including: heuristic, examiner, collective discussion, and debate.

In its application, it is necessary to observe several conditions for the method to be considered effective. Thus, the teacher must ensure a socio-emotional climate appropriate to the conversation that will follow, to raise interest in the subject to be debated, to manage the number of participants in the discussion (maximum 20 people are considered optimal), and to allow each member to express their opinion. If the number of participants is higher, it is recommended to build several smaller discussion groups. The teacher will pay attention to the ergonomics of the space, facilitating the settlement of people in a way that they can communicate easily. The arrangement of the participants in a circle is preferable. Also, the teacher will assign the role of discussion moderator, will temper the tendencies of some to monopolise discussions and stimulate the involvement of the more reserved. Students will know the topic under discussion, they will be taught to present ideas in a smooth, appropriate way and allow others to express themselves. The teacher will also give importance to time, so that all the topics proposed are discussed.

Requirements for Formulating Questions :

To be correctly expressed, logically and grammatically;

The question contains limited content in need of clarifications, to be precise;

Questions can be varied: some claiming data, names, definitions, explanations, others expressing problematic situations;

Giving the necessary thinking time, depending on the difficulty of the questions; and

Students will be stimulated to ask questions that require complex answers, avoiding those which suggest the answer or have closed answers (yes/no).

Response Form Requirements :

Be grammatically and logically correct, regardless of the school discipline in which it is formulated;

The answer is as complete as possible and appropriate to the question; and

Avoid fragmented, or vague responses.

The heuristic , Socratic, mauvetic conversation was designed to lead to the “discovery” of something new for the learner. Presumes related series of questions and answers at the end of which to shape out, as a conclusion, new scientific facts for the student. Essential in this method is combining questions and answers in compact structures, each new question having as its origin or starting point the answer to the previous question. A disadvantage in its application is the conditioning of a pupil’s knowledge experience, which allows the formulation of answers necessary to the questions that are addressed to him.

Advantages of using the method :

Flexibility of logical operations, hypothetical-deductive reasoning of thinking;

Developing the vocabulary, organising ideas in elevated communication structures;

Forming a personal communication style.

Disadvantages of using the method :

It is dependent on the student’s previous knowledge and experience;

Lack of interest on certain topics may generate passivism or negativity;

Difficulty in involving all participants;

Some important aspects may remain undiscussed.

Methods of Direct and Indirect Exploration

Exercise Method

The method aims to obtain a high level of skill in the use of algorithms, to form or to strengthen a skill or ability. It can apply to any school discipline. The method consists of performing a repetitive and conscious action to learn a performance model or to automate the steps required to achieve high performance.

Depending on the form criterion of the exercise, they may be: oral, written or practical. Given their purpose and complexity, one can distinguish between exercises: introductory (done with the teacher), to consolidate a model of reasoning or movement (performed under the supervision of the teacher or independently), exercises with the role of integrating information, skills and abilities into ever larger systems, creative exercises or heuristics.

In order to achieve the optimal exercise, it is necessary to comply with certain conditions such as:

Conscious and correct assimilation of the model;

Using exercises that vary in form, to avoid negative emotions and stiffness;

Observing the didactic principle of grading the difficulty as far as mastering the previous levels;

(Self) applying corrective feed back immediately; and

Use an optimal number of exercises.

Advantages of using the method

The method allows the formation of skills or their consolidation in the shortest possible time, avoiding learning by trial and error. It produces positive emotional states due to satisfaction through success. Generates growth at a motivational level. It may be the basis for the formation of perseverance and will.

Disadvantages of using the method

It can generate rigidity in learning behaviour, stagnation in learning. If different forms of exercise are not used, it will cause fatigue, the impossibility of identifying similar structures that require the same type of exercises. Not scheduling learning can lead to adverse effects on the maintenance of new information, knowledge or formed skills.

Demonstration

The method consists in condensing the information that the student receives into a concrete object, a concrete action, or the substitution of objects, actions or phenomena.

Demonstration with objects involves the use of natural materials (rocks, plants, chemicals) in an appropriate educational context (used in a laboratory or natural environment). This type of demonstration is extremely convincing due to the direct, unmediated character of the lesson.

Demonstration with actions consists of a concrete example, not “mimed” by the teacher, along with the teacher’s explanations, followed by student practice.

Demonstration with substitutes (maps, casts, sheets, three-dimensional materials) is required when the object, the phenomenon we want to explain, is not directly accessible.

Combined demonstration —demonstration through experiences (combination of the above). One form of combined demonstration is that of a didactic drawing, combining the demonstration with action with that with a substitute.

Demonstration by technical means using multimedia, audio-visual means, highlighting aspects impossible or difficult to reproduce in another context and that can be repeated many times.

The method requires certain conditions for organising the space where the demonstrations take place (such as opaque curtains, lab, or niche.); special training for the teacher in maintaining the equipment, devices, materials used for this purpose.

Access to concrete objects or phenomena that cannot be accessed within limits of time and space;

Using substitutes simplifies, through visualising or schematising, the understanding of the composition of objects or phenomena;

Can be used for a long time;

The use of substitutes or technical means is less expensive than originals; and

Some aspects of reality cannot be reduced to be explained in a teaching environment.

The lack of correlation of this method with the modeling and the exercise may lead to didactic inefficiency;

Requires special technical equipment;

Students receive ready-made knowledge, thus not practising independent thinking;

Use of complicated procedures and pretentious language can distract the student from the essence of the activity.

This method can be used to deliver effective models (a simplified reproduction of the original) of action or thought. Uses several procedures:

Changing the dimensions of natural aspects to a usable scale (models, casts);

Concretising abstract notions (use of objects or forms to understand the figures);

Abstraction (rendering by numerical and/ or letter formulas of certain categories of objects, actions); and

Analogy (creating a new object comparable to the structure or functionality of a similar object).

Using the model involves activating/energising the student; and

Allows an efficient way of action.

Can form rigid behaviours; and

Insufficient practice of divergent thinking.

The Cube Method

The cube model is ideal for exercising students’ analysis capabilities and exploring multiple dimensions of a subject’s interpretation. It is based on an algorithm with the following sequences: description, comparison, analysis, association, application and discussion. It is ideal for usage by sub-groups or pairs of students.

It is done on a cube that on each of whose faces one of the following operations can be written: describes, compares, analyses, associates, applies, or discusses. It is recommended that the sides of the cube are covered in the above mentioned order, following the steps from simple to complex. If the method is applied to groups of students experienced in the use of such methods, each subgroup, team, or pair may receive a random assignment from the ones listed above.

The topic of the lesson or the issue to be analysed is announced. Six activity teams are formed, the activity procedure will be explained. Specify the task of each team, starting from the subject under consideration, the study material shared by all groups. The order of the stages will be kept, therefore: the first team will describe the subject matter in question; the second will compare the subject with that previously learned; the third will associate the central concept with the other; the fourth will analyse the phenomenon, the discussed subject matter, insisting on highlighting the details; the fifth team will highlight the applicability of the theme; and the sixth will discuss cons or pros.

The teams will present the results of their work, they will fill in new details that come up after the discussions. A variation of the method requires that the presentation of the contents of each team to be done within six minutes, giving one minute for each face of the cube. The results are displayed or recorded on the board to be commented by all participants (Fig.  10.1 ).

The advantages of this method are the demand for attention and thought, giving students the opportunity to develop the skills needed for a complex and integrative approach. Individual work, working in teams or the participation of the whole class in meeting the requirements of the cube is a challenge and results in a race to prove correct and complete assimilation of knowledge.

Requires more rigorous and lengthy training; may not be used in any lessons; information content is smaller; requires increased attention of students; and their ability to make connections and find the answers themselves.

The Mosaic Method

The method is based on group cooperative learning and teaching the acquisition of each team member to each other (intertwining individual and team learning). The mosaic is a method that builds confidence in the participants’ own strengths; develops communication skills (listening and speaking); reflection; creative thinking; problem solving; and cooperation.

Steps in engaging the activity

The teacher asks for the formation of teams of four students. Each team member receives a number from one to four. Students are grouped according to the received numbers. They are cautioned not to forget the composition of the original groups. Newly formed teams receive personalised cards that contain parts of larger material (the material has as many parts as the groups are formed). The teacher explains the topic to be addressed. Expert groups analyse the material received, consult each other and decide how to present the information to the members of the original groups.

Experts return to the initial teams and teach the information to others. If, until this stage, the teacher has only the role of monitoring the work of the groups, he can now intervene, clarifying unclear aspects. Teaching will be done in the logical order of material distribution that must coincide with scientific logic. At the end of the activity, a systematisation of the acquired knowledge will be presented before all the groups. The teacher can ask questions to discover the level of understanding the information studied.

All students contribute to the task. Students practise active listening and cooperate in solving requests. They are also encouraged to discover the most appropriate means of transmitting information and explaining to colleagues. Students are trained in the efficient organisation of working time. Students have freedom to choose their method of learning and teaching colleagues.

One of the biggest drawbacks of the method is the high cost of time. There is a risk that some groups may not finish their tasks in a timely manner and slow the activity of the whole group. It is also possible to generate formalism with pupils being superficially involved in didactic activity.

The best-known methods in this category are questioning, problem solving, and learning through discovery. They are based on the creation of a situation, or structures with insufficient data that give rise either to a socio-cognitive conflict, or a cognitive dissonance where the knowledge previously acquired by the student is insufficient or incomplete to solve the difficulty or a problem situation in which the student must apply his knowledge under new conditions. The problem-solving approach is a context in which the student learns something new.

In order for students to become consciously and positively involved in a problematic situation, they must be trained gradually in this educational approach. The teacher is responsible for explaining the problematic situation and providing guidance in solving it. Students, in their problem solving effort: analyse the problem’s data; select significant details; find correlations between data; use creative imagination; build solutions; and choose the right solution.

Stimulates students’ interest;

Exercises the operating schemes of thinking; and

Stimulates creativity.

Problems may be inadequate for the level of cognitive development and level of student knowledge, thus causing students to withdraw from such situations.

Methods of Information Management and Graphics Visualization :

Conceptual Map

Being able to make connections between acquired knowledge, to organise it in a well-defined structure is just as important as having a lot of complex information. Conceptual maps or cognitive maps are graphical renderings of an information system or concepts in a hierarchical or logical order. They can be used in all three processes: teaching, learning, or evaluation. Depending on the particularities of the trainees and the specificity of the educational discipline, the conceptual maps may be different. For conceptual schematics, circles, stars, and cottages can be used. Single or bidirectional arrows or lines can represent connections. A conceptual map contains at most one or two main themes, 10–15 subtopics, and tertiary subtitles, if there are significant details supporting the structure or relevant examples. The first concepts that are plotted, as well as the relationships between them, are the main ones, then the secondary ones are drawn. If needed, the tertiary ones are drawn. Then the relationships are drawn between them, and words can be used to explain relationships (they are written on the arrows).

It is important to get students to work with them because their construction involves the practice of cognitive operations such as: analysis, synthesis, comparison, systematisation, classification, hierarchy, argumentation, and evaluation. By building these maps, the student actively participates in their own training, seizing the structures that further develop the strength of the links between knowledge, and learning much more easily. Conceptual maps facilitate easy updating of information systems.

In evaluating conceptual charts, account will be taken of the correctness of concepts, the relevance of those identified and the relationships established between them.

Facilitates the storage and updating of information systems;

Visual memory is exercised;

The imagination, and creativity is exercised;

Forms logical thinking;

Usable in several school subjects;

Can be a pleasant and coherent way of systematisation, and consolidation of knowledge; and

Are flexible structures that can undergo improvements, and enrichments.

Requires a high degree of activism and involvement of student’s in their training;

May require mental effort too demanding for some students; and

Those with a visual learning style are advantaged.

Venn Diagram

This method calls for students’ analysis and comparison capabilities, asking for the graphical organisation of information in two partially superimposed circles, which represent two notions, aspects, ideas, processes, or facts to be debated (Marzano 2015 ). In the overlapping area, the common attributes of the analysed concepts are placed, and in the free parts will be placed the aspects specific only to each concept. They are useful in all stages of the learning process: teaching, learning, and evaluation. Two types of Venn diagrams are commonly used: linear and stack.

Venn linear :

See Fig.  10.2 .

Venn linear

Venn in stack :

See Fig.  10.3 .

Develops the ability to hierarchise concepts;

Practice ability to grasp relationships between related issues; and

Exercises the ability to reason.

The Grape Bunches Method

“The grape bunches” method aims to integrate past knowledge and fill it with new information. It is a method that can be used both individually and in groups. It is also a technique that allows connections to be made between concepts. It is useful in recapitulative tasks or knowledge building lessons, in summative assessment of a unit of learning but also in teaching new content, because it allows students to think freely. It can be combined with other techniques or become a technique in another method.

The method involves several distinct steps:

Students are informed that they will use the bunch method and how to use it;

Groups will be formed, if it is a group activity;

The group designates the member who will build the clusters or if the activity is carried out individually, each one will draw the diagram;

If the activity is from the front, then the teacher will draw the diagram on the blackboard;

The teacher presents the key concept that will be analysed. He presents the chosen way of work, either by free expression or by updating previous contents. The teacher asks students to make connections between the concepts, phrases or ideas produced by the key term or central issue through lines or arrows, thus building up the cluster structure;

If it is a pairactivity, desk mates or teams will consult and work out the result of their work; and

The final results are discussed in front of the class, a question mark is added to incorrect concepts, necessary explanations are given and the final result is corrected. Also, trainees are invited to create new connections with aspects not taken into discussion.

The role of the teacher is to organise, monitor and support students’ work, to synthesise the information they receive, to ask questions and request additional information and to stimulate the production of new links between concepts or new ideas.

Developing cognitive capabilities for interpretation, identification, classification and definition;

Develop reflection, evaluation and self-assessment capabilities;

The method encourages the participation of all students;

Evaluate each student’s way of thinking;

Stimulates students to make connections between concepts;

It is a flexible method because it can be used successfully to evaluate a content unit, but also during teaching;

Stimulates student’s logical thinking;

Increases learning efficiency (students can learn from each other); and

The method helps the teacher to assess the extent to where students are relative to curriculum standards (Fig.  10.4 ).

Bunch method

Students can deviate from the topic discussed since it is a method that is based on creativity;

The method takes a long time to process ideas; and

There is a possibility for each student not to actively participate.

Tree Schemes

These may be horizontal or vertical. Among the horizontal ones we mention: horizontal cause—effect type; situation—problem—explanation type; and classification type. Some of the best-known vertical tree schemes are Tree of Ideas and Concept Tree.

Starbursting

The method is considered a method of information management and graphic visualisation. It is a useful method in problem solving and one to stimulate the creativity of the trainers, similar to brainstorming. The difference is in the organisation of known information according to some key questions.

Write the issue or concept that will be debated on a whiteboard or flip chart and frame in a star. The teacher adds as many questions as possible to that concept. Each question will be framed in one star. Initial questions used will be essential questions, such as: who; what; when; where; and why; which may then give rise to other complex questions (Fig.  10.5 ).

Starbursting method

Proposing the problem, and the concept;

Organising the class in several subgroups, each of them stating the problem on a sheet of paper;

The elaboration in each group of a list of various questions related to the issue to be discussed;

Communicating the results of the group activity; and

Highlighting the most interesting questions and appreciating teamwork.

This is a method considered by students to be relaxing and enjoyable;

Stimulates individual and group creativity, the manifestation of spontaneity;

It is easy to apply, suitable for many types of student groups with different psychoindividual characteristics;

It develops the spirit of cooperation;

It creates the possibility of contagion of ideas;

Develops teamwork skills;

Stimulation of all participants in the discussion; and

There is no need for elaborate explanations, as it is very easy to understand by all students.

It takes a long time for application; and

Lack of involvement from some students.

Methods to Facilitate Metacognition :

The “I Know/I Want to Know/I Learned” method

The method consists in valuing previous experience of the subject matter and discussing the prerequisites. The premise behind this method is to reconsider students’ previous or pre-requisite knowledge when introducing new insights. It can also be an excellent formative assessment of the lesson, an instrument for stimulating metacognition, but also a means for the teacher to get feedback on the understanding of new knowledge by students.

Method of implementation:

Presentation of the theme of the activity;

Dividing the class of students into sub-groups;

The teacher distributes the support sheets and asks students to inventory everything they know about the subject;

Students fill in the columns “KNOWN” and “WANT TO KNOW” of the worksheet table. In the column “KNOWN”, students will add all known aspects related to the subject matter under discussion. In the column “WANT TO KNOW”, those questions that arise in relation to the subject under consideration will be passed. Questions are identified as having an important role in guiding and personalising reading;

Individual reading of the text;

Fill in the column “LEARNED” in close connection with previously asked questions, highlighting those who receive such an answer;

In the next step, students will compare the results of the three analysis fields; and

Final discussions and drawing conclusions in a plenary.

Active reading from students;

Development and exercise categorisation capacity;

Increasing the motivation of students to engage in activity;

Stimulating students’ creativity; and

Good retention of the information presented during the course.

Difficulties can arise in formulating proper questions about the topic being debated;

The teacher must exercise the roles of organizer and facilitator in order for the activity to be accomplished and to achieve its objectives; and

May be demanding and tiring for younger participants.

Methods of Stimulating Creativity :

Brainstorming

The method stimulates students’ productivity and creativity. The basic principle of the method is “quantity generates quality”. By using this method students are encouraged and requested to participate actively avoiding the beaten path. Brainstorming facilitates exercising capabilities to critically analyse real situations, a random association that allows discovering unpredictable sources of inspiration, and making decisions about choosing the most appropriate solutions. This way, creativity is practised and allows a person to express himself genuinely. It has a beneficial effect on interpersonal relationships among the group of students.

The method’s steps:

The theme is chosen and the task is announced;

Students are asked to express as quickly, as concisely as possible all ideas as they come to their mind in solving a problem situation. They can associate with the ideas of their colleagues; they can take over, complete or transform their ideas. Any kind of criticism is prohibited, not to inhibit creative effort. The principle governing activity is “quantity generates quality”;

All ideas are recorded;

Leave a few minutes to “settle” ideas that were given and received;

The ideas issued are repeated, and students build criteria to assemble concepts given by categories, and key words;

The class of students is divided into subgroups, according to ideas, for debate. A variation at this stage is a debate in a large group, critically analysing and evaluating ideas; and

The results of each subgroup are communicated in varied and original forms such as: schemes, verbal constructions, images, songs, mosaic, and role-plays.

It stimulates creativity;

The development of critical thinking and the ability to argue;

The development communication skills;

Active participation of all students/learners;

Low application costs, broad applicability;

Enhancing the self-confidence and the spirit of initiative of a student; and

The development of a positive educational climate.

Time-consuming;

Success of the method depends on the moderator’s ability to lead the discussion in the desired direction;

It can be tedious and demanding for the participants; and

It proposes possible solutions to solve the problem, not an effective solution.

Applications/Exercises

Write a short essay on the subject: Didactic methods between normality and creativity .

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Landøy, A., Popa, D., Repanovici, A. (2020). Teaching Learning Methods. In: Collaboration in Designing a Pedagogical Approach in Information Literacy. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-34258-6_10

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The Best Soft Skills Training Strategies to Boost Team Performance

Soft skills are key non-technical abilities like leadership, communication, teamwork, and problem-solving. Investing in soft skills training for your team can lead to better collaboration, employee satisfaction, and productivity.

Soft skills are key non-technical abilities like leadership, communication, teamwork, and problem-solving. These skills are crucial for enhancing workplace relationships and improving overall team performance.

While these skills may come naturally to some individuals, offering soft skills training on an organizational level can give employees and the overall business an edge. Investing in soft skills training for your team can lead to better collaboration, employee satisfaction, and productivity.

This article explores effective soft skills training strategies to boost your team’s performance. Looking for more tactics? Read our e-book: Top 3 Soft Skills Your Employees Need In the New World of Work .

Key Takeaways

• Soft skills are non-technical abilities such as communication, teamwork, problem-solving, and emotional intelligence, which are essential for enhancing workplace relationships and overall performance.
• On an organizational level, investing in soft skills training is key for improving business outcomes.
• Effective and engaging methods for teaching soft skills include role-playing exercises, story-based learning, and gamification.
• To implement successful soft skills training programs, be sure to assess skill gaps, select appropriate delivery methods, and leverage technology appropriately.

What is soft skills training?

Soft skills training is designed to develop essential non-technical abilities like:

• Communication
• Problem-solving
• Leadership 
• Emotional intelligence

These skills are vital for building stronger workplace relationships and boosting collaboration. Unlike hard skills, which are specific to certain job functions and can be easily measured through exams or certifications, soft skills are more personal and often harder to quantify.

However, just because soft skills are hard to quantify doesn’t mean they can’t be developed. Employees’ personal and professional growth relies on an organization’s investment in soft skills training programs.

When effectively leveraged, this type of training can help individuals improve their social interactions, adaptability, and behavior, which in turn enhances their overall performance. In fact, soft skills significantly contribute to career success, accounting for roughly 85% of an individual’s achievement over their career span.

Developing soft skills is an ongoing process that involves continuous effort, experience, practice, and self-reflection. It’s about cultivating transferable abilities across various roles and industries, making them some of the most valuable assets in today’s workforce.

Differentiating soft skills from hard skills

Before discussing key soft skills strategies for your organization, it’s important to understand the differences between soft skills and hard skills.

Hard skills, also known as technical skills, are job-related competencies that are often a prerequisite for employment in certain fields. They’re critical for performing specific job functions and can be acquired through degrees, courses, or on-the-job training. Examples of hard skills, also known as technical skills, include graphic design, data analysis, and search engine optimization.

However, hard skills alone are not enough to ensure success in the workplace. This is where soft skills come into play. Unlike hard skills, soft skills are non-technical and relate to interactions and work performance. They include personal qualities and traits like teamwork, adaptability, and emotional intelligence, all of which impact how individuals work and collaborate with others.

Interestingly, when soft skills are effectively developed, they can help employees apply and prove their hard skills even more powerfully. They can also improve the strength of an overall team and organization by boosting collaborative potential.

What are the benefits of soft skills training?

Soft skills training programs offer numerous benefits with the power to transform individual performance and overall organizational success. Notably, these programs can greatly improve employee performance. For example, one study found that a 12-month soft skills training program across five factories improved return on investment by roughly 250 percent .

Another key benefit of soft skills training is its ability to improve interpersonal relationships. This, in turn, leads to better teamwork and a stronger sense of community within the workplace. When employees communicate effectively and empathize with one another, it creates a more positive work environment and enhances collaboration. This can even lead to benefits such as improved employee retention, as participants feel more valued and motivated in their roles.

Soft skills training is particularly crucial for specific industries and job functions, especially those that interact with customers regularly. By training employees to respond empathetically in their communication, businesses can improve the strength of their customer service and respond to customer needs more effectively. This can improve brand reputation and lead to increased customer loyalty and satisfaction.

3 essential soft skills to develop

Now, let’s focus on three crucial soft skills: communication, collaboration, and time management. Each plays a pivotal role in ensuring efficient operations, effective teamwork, and a positive work culture.

1. Communication skills

Effective communication is the cornerstone of successful teamwork and client relations. Strong communication skills enable employees to:

• Interact efficiently with clients, partners, and each other
• Build rapport
• Practice active listening skills
• Speak confidently and concisely
• Provide constructive feedback more effectively

Bolstering interpersonal communication in these ways can also lead to increased client satisfaction and loyalty. Being able to deliver information clearly and concisely can help keep things clear, expedite conversations, and resolve potential conflicts.

Presentation skills are another vital aspect of communication, involving the ability to:

• Deliver information in a structured and engaging manner
• Use visual aids effectively to enhance an audience’s understanding
• Adapt the presentation style to suit the audience’s needs and preferences

With opportunities to polish their presentation skills, employees can communicate more effectively—both within their teams and with external stakeholders.

2. Teamwork and collaboration

Like communication skills, strong collaboration skills are essential for effective teamwork, innovation, and achieving collective goals. Teamwork skills allow employees to gain insight into their strengths and weaknesses within a team, and provide an opportunity to improve communication with others for better outcomes.

Collaboration skills also involve:

• The ability to take accountability for errors, and communicate any plans for resolving them
• Conflict mediation skills
• A shared commitment to working in a group
• The ability to foster creativity and innovation

3. Time management

Efficient time management is crucial for meeting deadlines, avoiding stress, and enhancing reliability. Good time management skills help individuals prioritize tasks, allocate time effectively, and maintain a positive approach to challenges, thereby increasing efficiency.

One helpful technique for improving time management skills is time blocking, which involves allocating specific blocks of time for different tasks. This approach can help employees stay focused, avoid procrastination, and ensure that all tasks are completed on time, ultimately improving personal productivity and overall team performance.

Because it is often impacted by external factors, time management can be one of the most challenging to train on. However, fostering a work culture where employees receive training to learn to prioritize tasks, set boundaries, and manage their time more efficiently can pay dividends in the long run.

Effective methods for teaching soft skills

Effective soft skills training requires an engaging approach encouraging active participation and real-world application. Below, we’ll cover three of the most effective methods: role-playing exercises, story-based learning, and gamification.

Role-playing exercises

Role-playing exercises allow employees to participate in scenarios to practice and enhance specific soft skills. These exercises help employees understand different perspectives and improve their problem-solving abilities by working through realistic workplace situations.

Scenarios used in role-playing can be tailored to address specific challenges employees face in their roles, providing immediate feedback and opportunities for improvement. For example, a customer service team might act out common scenarios from the perspective of both the service agent and the client to form a deeper understanding of how these interactions might play out.

Using role-playing in e-learning can be a very effective way to work through scenarios with employees at scale. With the right e-learning software, you can set up simulations and branching logic to help employees understand cause and effect while also aiding in knowledge retention.

Story-based learning

Story-based learning uses narratives or storytelling methods to convey essential lessons and concepts. This can be a highly valuable tool in soft skills training. By reflecting on their personal experiences or envisioning scenarios with fictional characters, employees can extract valuable insights and apply them to real-life situations.

Narratives in story-based learning often mirror the challenges of the job, making lessons more relatable and memorable. This method helps illustrate the consequences of different actions and decisions, enhancing employees’ critical thinking and problem-solving abilities.

Gamification

To make your soft skills courses more engaging and motivating, try incorporating game design elements like point scoring, leaderboards, and rewards. These gamification elements encourage participation and make the training experience more enjoyable for participants.

Interactive games can simulate real-life scenarios your employees might encounter, allowing them to practice and refine their soft skills in a controlled, low-risk environment. Be sure to offer opportunities for constructive feedback in your gamified training to allow participants to hone their skills over time.

How to implement soft skills training programs

To implement a soft skills program effectively and at scale, it’s important to follow a framework. Below, we’ll cover the key steps to doing so, including assessing skill gaps, choosing the right delivery method, and promoting continuous learning and feedback.

By following these steps, you can ensure that your training is tailored to meet the specific needs of your organization and employees.

1. Assess skill gaps

Identifying existing skill gaps among employees is a crucial first step for tailoring training programs efficiently. Organizations can pinpoint opportunities for soft skills development by speaking with employees at all levels and consulting with managers.

Assessing skill gaps helps ensure that your training addresses specific needs and enhances your team’s overall performance. This is essential for creating targeted and impactful training programs.

2. Choose the right delivery method

To ensure your employees can effectively engage with and retain material, it’s key to select the appropriate delivery method for your soft skills training. This may vary depending on the needs of your organization or team.

For example, you may want to create a dedicated soft skills course that allows employees to access training regularly in bite-size chunks without interfering with their day-to-day work. You can also use micro-learning, which breaks down training into small and actionable segments, to allow for immediate application of soft skills.

3. Encourage continuous learning and feedback

Encouraging regular feedback and self-reflection helps employees identify areas for improvement and fosters a learning mindset. This culture of continual learning is essential for addressing mistakes and setting new goals.

Utilizing an e-learning platform like Articulate 360 can help you provide consistent and personalized learning experiences with opportunities for feedback.

Leveraging technology in soft skills training

Technology—specifically online learning platforms—is a key way to enhance the accessibility and effectiveness of soft skills training. These platforms provide flexible and engaging training environments that can be tailored to meet the specific needs of employees.

Below, we’ll explore how platforms like Articulate 360 can be used to develop soft skills.

E-learning platforms for soft skill development

When it comes to soft skills training, e-learning platforms offer the following benefits:

• Access to training regardless of an employee’s geographical location or time constraints
• Interactive multimedia modules for an engaging learning experience
• Videos for visual and auditory learning
• Multi-device access

These platforms provide learners with a flexible and convenient way to develop their soft skills, making it easier for employees to fit training into their schedules.

Articulate 360 capabilities

Articulate 360, the leading e-learning platform, offers a platform designed to help you create engaging, interactive courses tailored to specific soft skills. Some key capabilities include:

• Engaging learner experiences : Articulate 360 lets you build interactive, effective, and engaging sales training that can include branching scenarios, interactive activities, knowledge checks, and a wide range of assessments.
• Intuitive authoring for ALL course creators : With Articulate 360’s intuitive UI and integrated AI Assistant, you and your cross-functional collaborators can easily create effective sales training to boost sales performance.
• Quizzes and knowledge checks : Provide your learners with immediate feedback, helping them identify areas for improvement and track their progress.
• Helpful Templates: Get a head start on course creation with a library of templates on key sales topics such as prospecting, pipeline management, objection handling, and deal negotiation.
• Seamless collaboration and reviews: Collaborate on course creation by inviting colleagues to create and edit content, improving the quality of your sales training. Collect and approve in-context feedback, simplifying and accelerating the entire course review and approval process.

By leveraging the capabilities of platforms like Articulate 360, organizations can ensure continuous development and a more dynamic approach to soft skills training.

Measuring the impact of soft skills training

To ensure the effectiveness of your soft skills training, b e sure to close the loop by evaluating its impact. This can be done through performance metrics, employee feedback, and observed behavioral changes. Pre- and post-assessments can gauge initial and post-training performance levels, providing a clear picture of the training’s impact.

You can also provide employees with opportunities for self-assessment, peer feedback, and supervisor feedback, or track improvements in key areas like productivity, collaboration, and communication after training. Including 360-degree feedback allows for assessment from multiple perspectives, ensuring a comprehensive evaluation.

Evaluation methods for soft skills training programs include:

• Knowledge checks and quiz results from online training programs
• Surveys to gather subjective insights into the effectiveness of the training
• Observing real-life applications of the skills learned
• Assessing knowledge retention rates to measure the long-term impact of the training

These evaluation methods help organizations refine and improve their soft skills training programs by utilizing various soft skills training methods.

Real-life examples of successful soft skills training

Real-life soft skills training examples can provide valuable insights into the implementation and positive results of soft skills training programs. For instance, Google’s Project Oxygen program demonstrated that managers who effectively communicated and supported employee well-being were key to maintaining high-performing teams.

IBM’s Leadership Development Program focuses on enhancing soft skills such as emotional intelligence, collaboration, and communication among its leaders.

Zappos invested in training programs prioritizing customer service skills, which enhanced employee communication and problem-solving abilities, leading to higher customer satisfaction. These case studies highlight the common benefits of soft skills training programs, such as:

• Improved communication
• Better leadership
• Enhanced problem-solving abilities
• Increased employee engagement and satisfaction.

The impact of employee soft skills training

Investing in soft skills training programs is essential for enhancing employee performance, fostering better workplace relationships, and driving overall organizational success. By understanding the key benefits, differentiating between soft and hard skills, and focusing on developing essential soft skills like communication, teamwork, and time management, organizations can create a more dynamic and effective workforce.

Looking for more strategies to improve employee soft skills? Read our e-book: Top 3 Soft Skills Your Employees Need In the New World of Work .

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